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AUCD - Poster Symposium 3: Early Intervention & Evaluation

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Monday, November 12, 2018 10:15 AM - 11:30 AM

Location: Congressional C

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday (this is new in 2018) in a series of Poster Symposia that run at the same time as concurrent sessions. During these 75 minute poster symposia, 12-15 posters on a similar theme will be grouped together in a room. Posters will be displayed on large boards and have a table underneath for accompanying materials. The session will be introduced by a moderator, poster authors will be asked to provide a very brief introduction of their poster, and then attendees will be free to move about the room to speak with poster presenters directly for the remainder of the session. Attendees are also welcome to move between symposia rooms and view posters on other topics. Conference posters submitted ahead of time are also avilable electronically in the conference app and linked below.

 


 

 




Presenters

Neurodevelopmental Outcomes of Extremely Preterm Infants at Three Years of Age
Eileen McGrath, PhD, Assistant Professor of Pediatrics , The University of Arizona, LEND
Jennie Jacob, MSPT, CNT, DCS, Tucson, AZ, United States, AZ - The University of Arizona, LEND;

Evident in early testing, Infants born extremely premature demonstrate significant developmental delay. Cognitive and language delays are more prevalent than motoric. Crossing standard deviations in an upward direction is limited, and patterns identified in infancy are often maintained. Heavier birth weight and longer gestational periods positively influence outcomes. Ongoing, early assessment is critical in establishing sound therapeutic interventions to maximize functional outcomes in this highly vulnerable population.


Early Detection of Infants at High Risk of Cerebral Palsy
Sandy Heimerl, DPT, NM LEND Director, Center for Development & Disability, UCEDD/LEND
Sarah Winter , MD, Salt Lake , UT, United States, UT - Center for Persons with Disabilities, UCEDD/LEND;

While cerebral palsy diagnoses have traditionally been made at age 2 or older, recent studies have shown that a trained provider can identify infants at high risk by 6 months of age. Early recognition of physical indicators is essential in order to target intervention during the period of greatest brain plasticity. The rationale for early identification, the standardized tools used and intervention guidelines will be presented.

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Children With Early Autism Spectrum Disorder Diagnoses: Outcomes and Early intervention Experiences
Patricia Towle, Ph.D., Psychologist, Westchester Institute for Human Development, UCEDD/LEND
Borgen, Psy.D, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Alison Ku, BA, Mercy College, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Rodriguez, Andrea, Mercy College, Dobbs Ferry, NY, United States;
Schneider, Samone, Sarah Lawrence College, Yonkers, NY;
Stocks , Shannon, New York Medical College, Valhalla, NY;

Few longitudinal studies have followed children with Autism Spectrum Disorder from as early as the age of two to school age. Our study does this for 70 children and focuses on diagnostic stability, functional outcomes, and the early intervention (EI) experiences of participants. This study is unique in recording EI treatment hours directly from billing charts and thus supplies more detail than is usual.


Nurse Perception of Music Therapy for Medically Complex Pediatric Patients
Patricia Patrick, DrPH, Director of Research, Westchester Institute for Human Development, UCEDD/LEND
Paige Hazelton, MS, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Alison Marinelli, PhD, AuD, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Danielle Roma, MS, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Cynthia Sturm, MS, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;

This poster presentation details the results of an anonymous survey that aimed to explore nurse perception of music therapy for pediatric patients with complex medical needs. Investigators hypothesized that nurse perception would be impacted by their involvement in such therapy as well as observed patient participation. The relationship between nurse involvement and overall job satisfaction is also discussed.


Coaching to Success: Piloting a Framework to Establish Inclusive Model Early Childhood Classrooms across an Entire State
Ali Spidalieri, M.Ed., BCBA, Behavior Analyst , Vanderbilt University, UCEDD/LEND
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This presentation will describe a framework for supporting the implementation of inclusive, evidence-based practices for pre-school children. Framework components including classroom set-up, teacher training, and ongoing support strategies will be discussed. There will be an emphasis on support mechanisms, including telemedicine, for training and coaching personnel across rural and low resource areas. Discussion around creating an easy to replicate model to enhance learning across an entire state will be included.

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Utilizing professional learning communities to implement a statewide credential to promote high quality early childhood inclusion.
Alicia Westbrook, Ph.D., , Institute for Disability Studies, UCEDD
Nicole Briceno, M.S., Hattiesburg, MS, United States, MS - Institute for Disability Studies, UCEDD;

Professional learning communities fosters collaborative learning and allows for training, self-directed learning, and on-site mentoring. Current research in early childhood inclusion and Universal Design for Learning is the foundation for a statewide credential. Utilizing the Inclusive Classroom Profile to measure participants� understanding of early childhood inclusion, highlights the need for professional learning communities and provides a picture of early childhood inclusion throughout the state.


Differences in Clinical Characteristics of Children Diagnosed with Autism under 4yrs of age vs Children diagnosed after 4 yrs
rosa seijo, M.D., Assistant clinical professor of pediatrics
maria valicenti-mcdermott, M.D., New York, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
lisa shulman, M.D., New York, NY, United States;
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The purpose of this study is to characterize the clinical presentation of children diagnosed with ASD after 4yrs of age in terms of demographics, family history, cognitive level, autistic features and compare them to those diagnosed before 4 yrs of age.

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Adverse Childhood Experiences in Children with Neurodevelopmental Concerns
Sandhyaa Iyengar, M.D., Fellow, Developmental and Behavioral Pediatrics, Children's Seashore House/ Children's Hospital of Philadelphia, LEND
Krista Mehari, Ph.D., University of South Alabama, Mobile, AL, United States;
Kristin Berg, Ph.D., Sanford School of Medicine, Sioux Falls, SD, United States;

The incidence of neurodevelopmental disabilities in children has increased over the past decades but much remains unexplored about current functioning in the context of family stressors and trauma. This research explores adverse childhood experiences in children who present for neurodevelopmental evaluation in relation to emotional and behavior problems, neurodevelopmental diagnosis, and physical health symptoms.


Integrating the Georgetown University Early Intervention Certificate Program into an Early Childhood Teacher Preparation Program
Rachel Brady, MS, , Georgetown University Center for Child & Human Development, UCEDD
Seher Emmez, Washington, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;

Children with disabilities are included in early childhood education programs. Few early childhood educators have the knowledge and skill to include successfully the children into their programs. The poster will describe a program of study that integrates a specialized early intervention training program into an existing early childhood teacher preparation program. Recommendations based on evidence collected from the perspective of a second year teaching student will be provided.

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Experiences with a Hybrid Learning Program: Georgetown University Certificate in Early Intervention (GUCEI)
Toby Long, Professor, Georgetown University Center for Child & Human Development, UCEDD
Rachel Brady , Georgetown University, Washington, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;
Toby Long, Georgetown University, Washington, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;

GUCEI is a hybrid cohort competency based program in contemporary early childhood intervention (EC) knowledge, skills, and practices. The program includes online courses, in-person sessions, and real time video chat discussions using a course management system. Focus is the critical skills needed to be competent and confident intervention providers.

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Introducing the Prechtl General Movements Assessment to identify children with cerebral palsy (by 5 months of age)
Eileen Ricci, PT, DPT, PCS, Program Director, The Maine LEND Program
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The qualitative Prechtl General Movements Assessment of Infants is recognized as the gold standard for early identification of cerebral palsy in many countries. This session will prepare attendees to understand the importance of using the Prechtl General Movements Assessment of Infants, its long history of evidence as the earliest and most reliable indicator of cerebral palsy, and successes and challenges to implementation in the United States compared to other countries.

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Developing a Teacher Training Program to Integrate AT Use in Inclusive Preschools for Early Literacy Learning.
Michelle Schladant, Phd, Assistant Director, Mailman Center for Child Development, UCEDD/LEND
Michelle Schladant, Phd, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;
Christina Sudduth, MPH, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;

The Step Up AT Early Literacy Project uses integrative methods of online learning, and in-person and virtual coaching, to train teachers to implement evidence-based assistive technology (AT) strategies for early literacy development for children with disabilities. This session will highlight pilot year outcomes indicating that the professional development toolkit shows promise for effectively training teachers to create inclusive classroom environments while increasing the use of AT for learning.

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What Happens When Young Children Do Not Meet Criteria for IDEA Part B/C? Early Discovery for Mild Delays
Ruby Natale, PhD/PsyD, Associate Professor, Mailman Center for Child Development, UCEDD/LEND
Ellen Kolomeyer, PhD, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;
Kristyna Pena, MSEd, Miami, FL, United States, FL - Mailman Center for Child Development, UCEDD/LEND;

Early Discovery is a comprehensive early childhood prevention program designed to support families and mildly delayed young children who did not meet eligibility for Part B and C services but who needed intervention and resources. Results suggest intensive developmental interventions for children with mild delays can prevent developmental decline. We discuss the need for continued research and clinical focus on intensive early intervention and overcoming barriers to treatment.


Bridging the Gap Between High Risk Infants and Early Intervention
Brianna Hatchell, , Center for Disability Resources, UCEDD/LEND
Amy Ruddy, BS, Charleston, SC, United States;

Following discharge from the neonatal intensive care unit (NICU) many infants who automatically qualify for early intervention services are not receiving these services. By working with South Carolina?s early intervention agency, Babynet, the NICU at the Medical University of South Carolina Children?s Health has begun to develop new procedures for initiating Babynet referrals prior to NICU discharge and improve family-centered discharge process.

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Promoting Development Monitoring in Three States: Collaborative Approach through "Learn The Signs. Act Early" Ambassadors
Sunyoung Ahn, Assistant Professor, Georgetown University Center for Child & Human Development, UCEDD
Deana Buck, Richmond, VA, VA - Partnership for People with Disabilities, UCEDD/LEND;
Yetta Myrick, Washington, DC, DC - Children's National Medical Center - IDDRC;

Act Early Ambassadors work within a cohort of state and territorial leaders to support national, state/territorial, and local activities to improve early identification of developmental delay and disability through the promotion and integration of CDC's "Learn the Signs. Act Early" (LTSAE) messages and materials across their state. In this session, we will highlight the collaboration among the Act Early Ambassadors to the District of Columbia, Maryland and Virginia.

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Family Engagement in Developmental Monitoring Using "Learn the Signs. Act Early" Campaign!
Deana Buck, M.Ed., Training Director, Early Childhood Lead, Partnership for People with Disabilities, UCEDD/LEND
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Come learn more about ways to improve early identification of children with developmental concerns through parent engagement and collaboration! Increasing the capacity and knowledge of families is a promising way to improve the early identification of young children with developmental concerns. Act Early Ambassadors will describe successes in promoting developmental monitoring using "Learn the Signs. Act Early." (LTSAE). The target audience includes families, providers, students, and trainees.


Development of Professional Support Program for Teachers Working with Immigrant Children with Disabilities
Shin Ae Han, Ph.D. Student, , Institute on Human Development and Disability, UCEDD
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This research will contribute to the professional and cultural knowledge for pre-service teacher education who will work with children with disabilities from culturally diverse families and will provide a reference for professional development programs in inclusive early childhood education. The motivation for this research stemmed from a necessity of pre-service teacher training program because of the expansion of teachers engaged to teach children from culturally diverse families with special needs.